The Effect of Socio-Psychological Factors on Iranian EFL Learners’ Language Achievement

There is a growing interest in the role that social and psychological factors play in second/foreign language achievement (Gardner & McIntyre, 1993; Gardner & Tremblay,1995). The purpose of this study is to examine the relationship between language achievement and the three primary components of a socio-educational model(integrativeness, attitudes toward the learning situation, and motivation). A sample of 268 Iranian students who studied English as a foreign language in 5 universities located atdifferent geographical locations in Tehran, participated in this study. Demographic dataincluding the students’ GPA, (family) annual income, TOEFL test scores, and parents’ educational attainment were collected via a web-based survey questionnaire. The data wereanalyzed by means of exploratory factor analyses and logistic regression analysis to examine the contribution of six main dimensions of socio-psychological factors to the participants’ foreign language performance. Four significant factors were found to predict the overall achievement in a foreign language

کلیدواژه ها:

motivation ، AMTB ، socio-economic status